SPAIN PIC NUMBER 949458505
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IES MAESTRE DE CALATRAVA is a high school placed in Ciudad Real, a small city with approx. 70,000 people, located at Castilla-La Mancha region in Central Spain. Established in 1979, the school consists of 100 teachers and 900 students. Most students live outside Ciudad Real town and require commutation to attend the classes. Our school offers a wide possibility of studies such as compulsory secondary education from 12 to 16 ages, and vocational/professional education from 16 to 18.
There are two specialization areas within the school, science-technology and social studies-humanities. In addition, our school has several educational programs in order to prevent students’ failure and early school leaving. These courses focus on developing basic computer skills for facilitating job finding.
Other programs are aimed at students with special socio-economic needs or under exclusion risk, such as those who live in foster families, refugees and ethnic minorities. We also have a bilingual program that allows students to develop English communication skills in different subjects.
The motivation of our school for joining this project lies on the growing awareness of our teachers in relation to the internal digital gap. Although the high school operates – as has been operating across the last 100 years – based on a traditional learning methodology which has scarcely included elements of the digital world, the reality is that the current generations of students have been born in a digitally-connected world.
Consequently, methodologies that were valid for other generations do not fit the needs and expectations of the digital natives. Those who are connected 24×7 to social networks and real-time sources of multimedia information, accustomed to receive immediately information on picture and video formats, and to accomplish complete interaction with sources and means of info, can hardly get motivated or efficiently trained based on old-style communication means. It is us teachers and our methodology who must turn to their style, and not the other way round.
Our target is still to make them conscious and informed of all curricular topics, and their behaviour and way to perceive life, unlike previous generations, has made us think we need to change our methodology upside down. Either we change it or they will not accomplish their curricular target. Every new day, the digital gap between teachers and pupils, between pupils and methodology, gets wider and wider.